ECSS Paris 2023: OP-SH21
Background: Puberty is a key factor in the decline of girls’ sports participation during adolescence. Knowledge, preparation, and social support can make the biopsychosocial (BPS) puberty-related changes more manageable. Yet, research on knowledge about BPS puberty-related topics in the sport context of female athletes is limited. Aim: Thus, the main aims of the study were to (a) examine female athletes’ perceived knowledge and knowledge needs regarding BPS puberty-related topics in sports during adolescence and to (b) examine how perceived knowledge and knowledge needs, respectively, were interconnected across BPS domains. Additionally, as a secondary aim, the study sought to (c) explore potential differences between athletes participating in team versus individual sports regarding perceived knowledge, knowledge needs, and interconnections across BPS domains. Method: Swedish and Norwegian female athletes from ten sport disciplines (football, horseback riding, handball, swimming, gymnastics, floorball, athletics, cycling, and cross-country and alpine skiing) were invited to fill out an anonymous online survey with questions focusing on perceived knowledge and knowledge needs regarding BPS puberty-related topics, such as individual differences and social comparisons, during adolescence. Both perceived knowledge and knowledge needs were measured using a 7-Point Likert Scale. Results: A total of 1323 female athletes (n=657 (49.7%), athletes from team sports; n=656 (49.6%) from individual sports) responded to the online survey. Findings revealed low perceived knowledge as well as knowledge needs regarding BPS puberty-related topics among female athletes. The Mann-Whitney U test was used, revealing that athletes in team sports perceived their knowledge to be slightly higher regarding individual differences, social cohesion, social comparison, acceptance within the group, and recovery, compared to athletes in individual sports. Athletes in team sports reported higher knowledge needs regarding social comparisons, sports nutrition and recovery, while athletes in individual sports reported higher knowledge needs regarding changes in sex hormones, individual differences, and changes in body composition. A network analysis identified clusters of biological, psychosocial, and behavioral topics in both perceived knowledge and knowledge needs, indicating that knowledge regarding BPS puberty-related topics is concentrated within subdomains. Conclusion: Our findings underscore the urgent need of and the considerable opportunity for a more holistic understanding of BPS puberty in the sport context of female athletes. Future educational programs should therefore be holistic and interdisciplinary in scope.
Read CV Felicia RadovanECSS Paris 2023: OP-SH21
INTRODUCTION: Girls who participate in exercise and sports face unique challenges regarding acceptance of pubertal weight gain and hormonal fluctuations in a way that most boys and young men do not. Lack of female-specific knowledge within the sporting environment may be preventing girls from reaping the full benefits it has to offer. Therefore, the aim of this study was to develop a cost-effective, sustainable educational program for girls in organized sport, their parents and coaches. METHODS: We developed the study methods and the digital educational program in different steps 1) Content validity of the female-specific topics of the intervention was established by a) literature reviews performed by the research group including specialists within subdisciplines ranging from pedagogy, psychology, sociology, and film science to physiology, and sport medicine; and b) an online survey examining female athletes’ perceived knowledge needs regarding biopsychosocial puberty-related topics during adolescence including 1323 female athletes aged 16-24, from different sport disciplines; and c) the film scripts were read aloud in a pilot group of six 13–16-year-old girls who provided immediate feedback. 2) On-line surveys aimed to estimate changes in well-being, sporting experiences and parental, peers, and coaching support were constructed and pilot tested. 3) The construction, production, and delivery form of the intervention was developed in collaboration with a film crew and a technical specialist. RESULTS: The intervention development resulted in 12 films à 5-7 minutes with a mix of experts and female athletes delivering the female-specific topics: 1) Misconceptions About Female Athletes, 2) Understanding Your Whole Self, 3) How Do We See Ourselves?, 4) and 5) Physical Development During Puberty Part 1 and Part 2, 6) Self-Image During Puberty, 7) You, Your Training Partners, and the Sense of Belonging, 8) Get to Know Your Menstrual Cycle, 9) Physical and Mental Recovery, 10) Nutrition for Health, Exercise, and Recovery, 11) The Relationship Between You, Your Coaches, and Parents, 12) Putting it all together. The protocol development resulted in a case-control design including a 6-week control period followed by a 6-week intervention period with assessment of main variables (well-being and sporting experiences) every second week, and selected variables (e.g., perceived social support) at baseline, pre-, and post-intervention. The delivery of the intervention and the distribution of surveys were most effectively administered using the m-Path app. CONCLUSION: This paper describes the development of a cost-effective, sustainable digital educational intervention for girls in organized sport, their parents and coaches. The study suggests that a digital intervention is best co-developed in an interdisciplinary environment, at the interface between different areas including technical specialists and in collaboration with the intended population.
Read CV Susanne LinnérECSS Paris 2023: OP-SH21
INTRODUCTION: Periods are a normal part of female reproductive function. However, there remains a lack of understanding and research on how periods influence participation in sport and active recreation, and what strategies can be used to support participation during periods. METHODS: A mixed-method survey of 325 menstruating females was conducted to explore how periods influence participation in sport and active recreation. Descriptive analysis and relative risk (RR) were used to analyze quantitative data, and thematic analysis was used for qualitative data analysis. A working group of sport and recreation representatives (n=8) reviewed the survey data to inform evidence-based strategies to support participation during periods. RESULTS: Over half reported having missed training for sport (57%) or active recreation (55%) due to their period but only 14% missed competitive sport events. The main reasons for missing sport/active recreation training were symptoms (96/91%), and concerns about leaking (35/49%) and reduced performance (16/15%). Period-related training modifications were more common in active recreation (74%) than in sport (40%). Females with menorrhagia (heavy menstrual bleeding) were more likely to have missed training for sport (74% vs 52%, RR 1.4), active recreation (71% vs 51%, RR 1.4) and sport events (26% vs 11%, RR 2.4); and perceived periods as a greater barrier to participation than females without menorrhagia (sport: 50% vs 29%, RR 1.7; active recreation: 58% vs 34%, RR 1.7). Adolescent females (15–18 years) perceived periods as a greater barrier to sport participation than older females (>18 years; 65% vs 30%, RR 2.2). Thematic analysis identified that the barriers to participation included physical (inadequate facilities, sport uniforms), social (stigma/embarrassment, unsupportive cultures, communication with coaches), policy (inadequate education and awareness, medical support), and individual psychological considerations (fear of underperformance, body image issues). The working group identified 15 potential strategies to support participation during periods, with a guide for sport and active recreation organisations to create supportive environments voted as the most feasible strategy for short-term implementation. CONCLUSIONS: Periods are often perceived as a barrier to sport and active recreation participation and can influence attendance and participation of females at training. Females with menorrhagia experience greater barriers and challenges to participation during periods. Understanding the attitudes and preferences of women and girls is essential for co-developing strategies that support participation. A guide for sport and active recreation organisations could address some of the identified barriers, but will require co-design, piloting, and evaluation to ensure effectiveness in supporting participation during periods.
Read CV Rhiannon SnipeECSS Paris 2023: OP-SH21